Teaching Lab ELA Report
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 393 educators who completed the diagnostic survey, 91 educators who completed the follow-up survey, and 10 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
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The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
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| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 68% | 68% | -1 | 72% |
| Trust in fellow teachers | 85% | 81% | -4 | 78% |
| Connectedness to fellow teachers | 79% | 77% | -2 | 89% |
| Have influence over professional learning | 38% | 36% | -2 | 44% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 71% | 77% | 6 | 78% |
| n = 312 | n = 81 | n = 9 | ||
The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 58% | 65% | 6 | 74% |
| ELA instructional shifts | 51% | 59% | 8 | 76% |
| Fluency | 52% | 53% | 1 | 50% |
| Text complexity | 58% | 73% | 15 | 86% |
| Close reading | 66% | 70% | 3 | 76% |
| Building knowledge | 53% | 60% | 7 | 75% |
| Supporting students with unfinished learning | 67% | 72% | 5 | 82% |
| n = 393 | n = 90 | n = 10 | ||
The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Observations by Administrators
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… | 89% | 90% | 1 | 100% |
| Whether the lesson is focused on a high-quality text or task | 86% | 90% | 4 | 100% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 88% | 90% | 2 | 100% |
| Whether all students have opportunities to engage in the work of the lesson | 93% | 90% | -3 | 100% |
| n = 81 | n = 10 | n = 1 | ||
The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers1 | Non-TL Teachers1 | |
| The lesson is focused on a high-quality text or task | 90% | 50% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 60% | 10% |
| All students have opportunities to engage in the work of the lesson | 50% | 20% |
|
1
n = 10
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The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity1 | |
|---|---|
| Improve my own instructional practice | 26% |
| Share information or resources with teachers | 22% |
| Lead PLC meetings for teachers | 19% |
| Coach teachers | 19% |
| Lead professional learning for teachers | 11% |
| We haven't had a lot of opportunity to share out yet. | 4% |
|
1
n = 7
|
|
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.
Section 7: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
| Quotes from "What could have improved your experience?" |
|---|
If we were in person - but everything was still good |
Maneuvering through some of the activities on the Moodle |
Having the actual units in front of me - but other than that |
What might have improved my experience is maybe an |
A little more time planning or unpacking using the graphic |
More time in the breakout sessions. As soon as the depth of |
I think everything was fine the way it was structured. |
More time to develop these activities listed above. |
Not much - we had awesome facilitators and awesome material |
Maybe more time on each item or less content in one day. |
Additional Comments
| Quotes from "Do you have additional comments?" |
|---|
Appreciate the motivation and positive push forward. |
Justin did an incredible job making people feel included |
I wish I had this type of training for Content Leader! |
I taught GB last year, but did not have the introductory |
Just that it was extremely thorough covering as much |
enjoy our time and learningreally like this curriculum<span style='color:#04abeb; font-weight:bold;'>enjoy |
I enjoy having a facilitator in the breakout rooms for |
Thanks so much for helping us get this year started! |
no...I am pretty upset that I had to complete this again |
The state of WI needs to stop spending this large amount |
NPS
The overall nps for ELA content in 2020-2021 was 39.85
info@teachinglab.org
Comments on what Went Well
Stacy is a GREAT facilitator. She guides us where we need to
be and gets everyone to participate
It went great. Everything was managed well, presented well,
and responded to appropriately.
I really enjoyed the presentation and the technology that
was introduced.
it was fantastic as usual. I love the time allowed to
collaborate with peers.
The experiential was again one of my favorite parts of
the learning session. Also the learning menu was great for
organizing the asynchronous work.
Explaining the pattern of construction of the Guidebook 3.0
Collaboration with groups- time to discuss and share- great
resources
The ability to collaborate with others was awesome!!! The
shared resources will be used and provided much support.
I really liked the planning and collaboration with other
teachers
The facilitators were kind, flexible, and delivered material
in an organized, and supportive manner.